This course builds insights and skills in innovation processes – the contexts and drivers of innovation, the types and outcomes of innovation – and provides frameworks and tools for analysing, enabling and managing innovation processes, mainly in established organisations. The course frameworks can be applied to scientific/technological innovations as well as to innovations in other contexts, including the public sector.  

The course explores different types of innovation – radical, architectural, incremental – also focal outcomes – new products, new processes, new business models – as well as different contexts for innovation – within established organisations, as well as start-ups and spin-offs.  Each type, focus and context requires a different management framework. The course provides understanding of these different frameworks, including the skills and knowledge required to use them effectively. 

The course is delivered in the form of seminars, workshops, case studies and practical exercises.

Learning Outcomes

Upon successful completion, students will have the knowledge and skills to:

1. Describe the contexts, drivers, types and focal outcomes of innovation
2. Apply frameworks to identify problem areas that need new approaches, potential focus areas for innovation and appropriate drivers, constraints and frameworks
3. Analyse cases to illustrate different approaches to innovation, including their processes and outcomes in different contexts
4. Implement basic tools & frameworks in the scoping, evaluation, implementation and management of innovations
5. Integrate concepts and theories with real cases of local innovation ecosystems
6. Evaluate ideas, relationships, resources and networks by engaging with innovation stakeholders
7. Reflect on the significance of innovation in their personal future careers and society at large

Research-Led Teaching

This course has been designed to bridge the practice of innovation and research on innovation. The starting point is connecting major challenges to innovation success with research on how they might be addressed. Much of the content is based on challenges discussed in, and research sponsored by, the US-based Industrial Research Institute. (This Institute is industry-based and a leading practitioner-led forum for improving the management of innovation.) There is a focus on real-world innovations from a practical point of view, those involving change, with the objective of enabling participants to manage this type of innovation in a range of organisations.

This is a course where you will be expected to participate in class discussions, openly with your lecturer and with the other members of the class. Use real-life examples from the lecturer and from your own experiences. Then take the lessons learnt and adapt that to reflect on how they could have been used to improve or challenge the outcomes achieved.

It is not just about product style innovation, this course also addresses innovation in services and processes. Giving you practical tools that can be applied to the real world, helping you to achieve innovation success.

Field Trips

There are no organised field trips for this course. There may be off-campus meetings for one or two assessment tasks working on an actual business project, this will depend on the business and owner’s preference. 

Additional Course Costs

There are no additional costs for this course.

Examination Material or equipment

There are no exams for this course.

Required Resources

Nil.

Recommended Resources

Recommended readings will be advised on Wattle.

“Managing Innovation” 6th addition by Joe Tidd and John Bessant is a good reference to have but not compulsory.

An e- copy will be available for short loan from the ANU Library free of charge (or it can be ordered at a cost online if you wish).

Online textbook: https://library.anu.edu.au/record=b5291672

Staff Feedback

Students will be given feedback in the following forms in this course:

• Written comments
• Verbal comments
• Feedback to the whole class, to groups, to individuals, focus groups

Student Feedback

ANU is committed to the demonstration of educational excellence and regularly seeks feedback from students. Students are encouraged to offer feedback directly to their Course Convener or through their College and Course representatives (if applicable). The feedback given in these surveys is anonymous and provides the Colleges, University Education Committee and Academic Board with opportunities to recognise excellent teaching, and opportunities for improvement. The Surveys and Evaluation website provides more information on student surveys at ANU and reports on the feedback provided on ANU courses.

Class Schedule

Week/Session	Summary of Activities	Assessment
1	Seminar - Week 1: Course Briefing ?Upon successful completion, students will have the knowledge and skills to: Describe the contexts, drivers, types and focal outcomes of innovation. Apply frameworks to identify problem areas that need new approaches, potential focus areas for innovation and appropriate drivers, constraints and frameworks. Analyse cases to illustrate different approaches to innovation, including their processes and outcomes in different contexts. Implement basic tools & frameworks in the scoping, evaluation, implementation and management of innovations. Integrate concepts and theories with real cases of local innovation ecosystems. Evaluate ideas, relationships, resources and networks by engaging with innovation stakeholders, and work with real businesses. Reflect on the significance of innovation in their personal future careers and society at large. Take theories learnt and turning the lessons learnt into real-world practical examples.	Recommended Readings: Design Council (2007). Eleven lessons: managing design in eleven global brands. The Design Council. London, UK, pp. 1-26. Activities: Getting to know each other.
2	Seminar - Week 2: Mapping the Innovation Ecosystem	Recommended Readings: Adner, R. (2006). Match your innovation strategy to your innovation ecosystem. Harvard Business Review, 84(4), 98. Activities: Identifying Stakeholders
3	Seminar - Week 3: Search for Latent Needs	Recommended Readings: Von Hippel, E. (2005). Democratizing innovation: The evolving phenomenon of user innovation. Journal fur Betriebswirtschaft, 55(1), 63-78. Activities: Mapping Customer Profiles
4	Seminar - Week 4: Co-Creation of Value	Recommended Readings: Hoyer, W. D., Chandy, R., Dorotic, M., Krafft, M., & Singh, S. S. (2010). Consumer cocreation in new product development. Journal of Service Research, 13(3), 283-296. Activities: Facilitating Co-Creation
5	Seminar - Week 5: Planning for Uncertainty	Recommended Readings: Rice, M. P., OConnor, G. C., & Pierantozzi, R. (2008). Implementing a learning plan to counter project uncertainty. MIT Sloan Management Review, 49(2), 54. Activities: Learning Plan Due: Ecosystem Report and Reflection
6	Consultation - Week 6: Project Progress
7	Seminar - Week 7: Creativity & Innovation	Recommended Readings: Dorst, K. (2011). The core of ‘design thinking’ and its application. Design Studies, 32(6), 521-532. Activities: Hypothetical Solutions
8	Seminar - Week 8: User Experience & Service Design	Recommended Readings: Zomerdijk, L. G., & Voss, C. A. (2010). Service design for experience-centric services. Journal of Service Research, 13(1), 67-82. Activities: Experience Mapping
9	Seminar - Week 9: Prototyping Solutions	Recommended Readings: Dow, S. P., Glassco, A., Kass, J., Schwarz, M., Schwartz, D. L., & Klemmer, S. R. (2010). Parallel prototyping leads to better design results, more divergence, and increased self-efficacy. Design Thinking Research (pp. 127-153). Springer Berlin Heidelberg. Activities: Rapid Prototyping Due: Learning Plan and Reflection
10	Seminar - Week 10: Innovation & The Business Model	Readings: Chesbrough, H., & Rosenbloom, R. S. (2002). The role of the business model in capturing value from innovation: evidence from Xerox Corporation's technology spin-off companies. Industrial and Corporate Change, 11(3), 529-555. Activities: Business Modelling Due: Prototype Solution and Reflection
11	Seminar - Week 11: Accelerating Adoption	Readings: Damanpour, F., & Schneider, M. (2006). Phases of the adoption of innovation in organizations: Effects of environment, organization and top managers. British Journal of Management, 17(3), 215-236. Activities: Communication Strategies
12	Seminar - Week 12: Presentations & Course Debriefing	Activities: Final Presentations & Course Wrap-Up Due: Communicating Value Presentation and Reflection

Tutorial Registration

N/A - seminar only, that will run in 'dual delivery' mode to allow on-campus and off-campus students to learn together, with the support of the course convener.

Assessment Summary

Assessment task	Value	Due Date	Return of assessment	Learning Outcomes
Ecosystem Report (Individual Task) (25%)	25 %	25/03/2022	01/04/2022	1,2
Learning Plan (Group Task - Teams Allocated) (25%)	25 %	06/05/2022	22/05/2022	3,4
Prototype Solution (15%)	15 %	16/05/2022	27/05/2022	5,6
Communicating Value (15%)	15 %	24/05/2022	03/06/2022	2,5,6
Part 1: Ecosystem Report Reflection (5%)	5 %	29/05/2022	30/06/2022	7
Part 2: Learning Plan Reflection (5%)	5 %	29/05/2022	30/06/2022	7
Part 3: Prototype Solution Reflection (5%)	5 %	29/05/2022	30/06/2022	7
Part 4: Communicating Value Reflection (5%)	5 %	29/05/2022	30/06/2022	7

* If the Due Date and Return of Assessment date are blank, see the Assessment Tab for specific Assessment Task details

Policies

ANU has educational policies, procedures and guidelines, which are designed to ensure that staff and students are aware of the University’s academic standards, and implement them. Students are expected to have read the Academic Misconduct Rule before the commencement of their course. Other key policies and guidelines include:

• Student Assessment (Coursework) Policy and Procedure
• Special Assessment Consideration Policy and General Information
• Student Surveys and Evaluations
• Deferred Examinations
• Student Complaint Resolution Policy and Procedure

Assessment Requirements

The ANU is using Turnitin to enhance student citation and referencing techniques, and to assess assignment submissions as a component of the University's approach to managing Academic Integrity. For additional information regarding Turnitin please visit the ANU Online website Students may choose not to submit assessment items through Turnitin. In this instance you will be required to submit, alongside the assessment item itself, hard copies of all references included in the assessment item.

Moderation of Assessment

Marks that are allocated during Semester are to be considered provisional until formalised by the College examiners meeting at the end of each Semester. If appropriate, some moderation of marks might be applied prior to final results being released.

Participation

Seminars may be streamed live through ZOOM, recorded and made available on Echo360 and Wattle. Participation is expected in all classes and assessment.

Examination(s)

There are no examinations for this course

Assessment Task 1

Ecosystem Report (Individual Task) (25%)

Details of Task:

The purpose of this first assessment task is to reflect on a task or process that you have done before starting this course. Every innovation project begins with an understanding of the challenges and opportunities facing the organisation. Gaining this understanding requires research into the internal and external environments of the firm.

Then by using the tools and knowledge gained from these first four weeks of the course take a fresh approach to this same task or process and provide the learning outcomes that you would have gained with this knowledge.

The purpose of this assessment task is to use innovation tools and frameworks in gathering data that will later help inform the objectives and potential outcomes of an innovation project.

Although the task will be assessed individually, course participants are encouraged to collaborate and share their findings to ensure a thorough understanding of the ecosystem is obtained.

Assessment type: Individual

Word limit: 4,000.

Due: Friday, 25 March 2022, Week 5

Report format:

• Use of management frameworks to describe the internal environment of the organisation.
• Analysis of the innovation ecosystem, identifying key stakeholders and their characteristics.
• Use of design thinking tools to describe the different needs, challenges and opportunities present.
• Use of evidence from a range of sources. These can be in varying proportions and should consider scholarly literature, industry reports, stakeholder input and personal experience. Preliminary findings, including possible problems to be addressed through an innovation process.
• Where appropriate, course participants are encouraged to use visuals such as images, diagrams and charts. Additionally, each participant will briefly share some of their findings.

Submission: Turnitin via course Wattle site

Marking criteria: to be provided on the course Wattle site at least two weeks prior to the due date.

Please note that excess submissions above the word count will not be counted, read or marked. Be concise and clear, the word count will not include the heading, table of contents, or references.

Return of assessment: End of Week 6 with feedback and comments

Assessment Task 2

Learning Plan (Group Task - Teams Allocated) (25%)

Details of Task:

Innovation projects are characterised by high levels of uncertainty across multiple dimensions. In order to progress, it is important for organisations to adopt a learning orientation and plan for ways to address uncertainty. The purpose of this task is to practice the use of learning loops to systematically reduce the number of unknowns that may be present. This task will focus on defining the problem to be addressed by the major project for the course, using the learning plan framework to recognise the different types of uncertainty that may arise. Course participants will be formed into teams at random to complete this assessment task. Team members will be assessed individually based on their completion of the tasks set by them and by their team members.

Define your role in the team, and the contribution you will make.

Describe intended outcomes for the project in terms of potential benefits to the organisation.

Overview of the process and frameworks used by the team to identify uncertainties.

A detailed list of specific uncertainties identified for the project, including:

Organisational, Market, Technological and Resource uncertainties.

Prioritise uncertainties and select the three most critical, justifying why they were selected;

Develop assumptions for these three uncertainties;

Propose at least two approaches to testing each of these three assumptions, establishing measurement criteria for each test.

Reports should be visual in nature, combining explanatory text with images, diagrams, mind-maps, graphs and tables.

This assessment task will be involving a real business and a real outcome is what they will be looking for. This is not a textbook hypothetical.

Assessment type: Group work

Word limit: 8,000

Due: Friday, 6th May 2022, Week 9

Submission: Turnitin via course Wattle site

Marking criteria: to be provided on the course Wattle site at least two weeks prior to the due date.

Please note that excess submissions above the word count will not be counted, read or marked. Be concise and clear, the word count will not include the heading, table of contents, or references.

Return of assessment: Sunday, 22 May 2022, end of Week 11 with comments and feedback.

Assessment Task 3

Prototype Solution (15%)

Details of Task:

Innovation is an iterative process, with projects often requiring multiple rounds of testing to refine and adapt the project to its stakeholders’ needs, interests and requirements. For this purpose, it is important to develop simple representations, or prototypes, that allow these stakeholders to engage and interact with emerging solutions. This task aims to develop the ability to produce low fidelity prototypes early in a project, engaging key stakeholders to obtain their input and feedback.

This task will focus on providing course participants with the tools to produce prototype solutions as a way to test assumptions and reduce uncertainty.

Course participants will continue working in a small team to complete this assessment. Team members will be assessed individually based on their completion of the rubric items they have selected and their statement of contribution towards marking criteria.

Assessment type: Individual or Small Group Task: Group task assessed individually. (Group Task - Teams Allocated)

Word limit: 2,500.

Due: Monday, 16 May 2022, Week 11

Report format:

Overview of the problem being addressed by the project.

Describe key areas of uncertainty to be addressed by the prototype.

A low fidelity prototype of the solution.

A low fidelity prototype of the solution will be created in class.

The Prototype materials will be provided.

This could be a system diagram, a series of interactive slides, a paper-based mock-up, a combination of these, or other forms of representation that will allow project stakeholders to provide feedback.

Evidence of engagement with, and feedback provided by, real stakeholders of the project. (Students in class)

It is important to understand that developing something new requires time, investment and commitment.

Summary of learnings, including any proven hypotheses and any changes or adaptations that need to be made.

This report should be highly visual in nature, containing photos, images, diagrams and other content showing the development of the prototype and its use in engaging with stakeholders. Teams will be encouraged to briefly share some of their findings during class.

Submission: Turnitin via course Wattle site

Marking criteria: to be provided on the course Wattle site at least two weeks prior to the due date.

Please note that excess submissions above the word count will not be counted, read or marked. Be concise and clear, the word count will not include the heading, table of contents, or references.

Return of assessment: Friday, 27 May 2022, end of Week 12 with comments and feedback.

Assessment Task 4

Communicating Value (15%)

Details of Task:

To increase the chances of success of an innovation project, it is important to obtain approval and support from key stakeholders within the organisation. This requires clear communication of how an innovation project will contribute to an organisation’s ability to achieve sustained competitive advantage. This task aims to provide a strategic approach to communicating the costs and benefits of an innovation project in order to obtain support for its continuation.

The task will focus on recognising how an innovation project will fit within the business model of an established organisation, providing value to the key stakeholders involved. It will also aim to address some of the adoption, execution and complementary innovation risks that the project may face.

This will be the final small team-based assessment. Team members will be assessed individually via their statement of contribution towards marking criteria.

Assessment type: Individual assessment or Group task: Group task assessed individually. (Group Task - Teams Allocated)

Time limit: 5 minutes

Due: Tuesday, 24 May 2022, during the Week 12 seminar

Presentation format:

5-minute presentation, including:

Overview of the problem being addressed by the project.

Description of the proposed solution, including any feedback obtained from key stakeholders.

The high-level business model for the solution describes how it would interact with the organisation’s current activities and resources.

Summary of strategies to deal with adoption, execution and complementary innovation risks.

Potential value to the organisations, and how this value would be measured.

This assessment will take the form of a pitch style presentation. Although it is not necessary for every team member to deliver the pitch, each member will be required to answer questions about the project. Presentations will be recorded for review purposes. For that non-on-campus, presentation via Zoom is equally considered acceptable.

Submission date: Tuesday, 24 May 2022, during the Week 12 seminar

Marketing criteria: to be provided on the course Wattle site at least two weeks prior to the due date.

Please note that excess submissions above the word count will not be counted, read or marked. Be concise and clear, the word count will not include the heading, table of contents, or references.

Return of assessment: start of the final examination period, 3 June 2022 with comments and feedback.

Assessment Task 5

Part 1: Ecosystem Report Reflection (5%)

Details of Task:

Innovation is a learning process. As such, it is important for people managing innovation projects to keep a record of their learnings so that these can be used in the future. This task aims to provide an opportunity to capture these learnings so that they can be referred to and drawn from when tackling new organisational challenges.

This task will take the form of a reflective learning journal, with four parts corresponding to each of the other assessments in the course. Each part is worth 5%. They should highlight the process undertaken to complete the task, things that could be done differently, and the role that innovation tools and frameworks could play in course participants’ future careers.

Course participants are encouraged to write each journal entry while they are working on the project to reduce effort, ensure key learnings are captured and leave sufficient time for reflection to occur.

An individual assessment task.

Word limit: 4,000 – 6,000 in total for all four parts.

Due: Sunday, 29 May 2022 Week 12

Return of assessment: after the release of course results on 30 June 2022.

Journal format:

Each part of the journal should consist of a brief, 1,000 – 1,500-word report, including:

Overview of the process taken to complete the corresponding task.

Description of key insights and things that went well during the completion of the task.

Description of key challenges faced and things that could have been done differently.

Reflection on how the tools and frameworks used in this section could be useful in your future careers.

This assessment will take the form of a reflective journal. As such, referencing is not mandatory. Use of images of teamwork works in process and other activities undertaken during the course is encouraged.

Submission: Turnitin via course Wattle site

Marking criteria: to be provided on the course Wattle site at least two weeks prior to the due date.

Please note that excess submissions above the word count will not be counted, read or marked. Be concise and clear, the word count will not include the heading, table of contents, or references.

Return of assessment: with the release of final grades, 30 June 2022 with comments and feedback.

Assessment Task 6

Part 2: Learning Plan Reflection (5%)

Details of Task:

Refer to the details in Part 1 of the Reflections in Assessment Task 5

Journal format:

Each part of the journal should consist of a brief, 1,000 – 1,500-word report, including:

Overview of the process taken to complete the corresponding task.

Description of key insights and things that went well during the completion of the task.

Description of key challenges faced and things that could have been done differently.

Reflection on how the tools and frameworks used in this section could be useful in your future careers.

This assessment will take the form of a reflective journal. As such, referencing is not mandatory. Use of images of teamwork works in process and other activities undertaken during the course is encouraged.

Due: Sunday, 29 May 2022, Week 12

Submission: Turnitin via course Wattle site

Marking criteria: to be provided on the course Wattle site at least two weeks prior to the due date.

Please note that excess submissions above the word count will not be counted, read or marked. Be concise and clear, the word count will not include the heading, table of contents, or references.

Return of assessment: Thursday, 30 June 2022, (with the release of final grades) with comments and feedback.

Assessment Task 7

Part 3: Prototype Solution Reflection (5%)

Details of Task:

Refer to the details in Part 1 of the Reflections in Assessment Task 5

Journal format:

Each part of the journal should consist of a brief, 1,000 – 1,500-word report, including:

Overview of the process taken to complete the corresponding task.

Description of key insights and things that went well during the completion of the task.

Description of key challenges faced and things that could have been done differently.

Reflection on how the tools and frameworks used in this section could be useful in your future careers.

This assessment will take the form of a reflective journal. As such, referencing is not mandatory. Use of images of teamwork works in process and other activities undertaken during the course is encouraged.

Due: Sunday, 29th May 2022, Week 12

Submission: Turnitin via course Wattle site

Marketing criteria: to be provided on the course Wattle site at least two weeks prior to the due date.

Please note that excess submissions above the word count will not be counted, read or marked. Be concise and clear, the word count will not include the heading, table of contents, or references.

Return of assessment: Thursday, 30 June 2022, (with the release of final grades) with comments and feedback.

Assessment Task 8

Part 4: Communicating Value Reflection (5%)

Details of Task:

Refer to the details in Part 1 of the Reflections in Assessment Task 5

Journal format:

Each part of the journal should consist of a brief, 1,000 – 1,500-word report, including:

Overview of the process taken to complete the corresponding task.

Description of key insights and things that went well during the completion of the task.

Description of key challenges faced and things that could have been done differently.

Reflection on how the tools and frameworks used in this section could be useful in your future careers.

This assessment will take the form of a reflective journal. As such, referencing is not mandatory. Use of images of teamwork works in process and other activities undertaken during the course is encouraged.

Due: Sunday, 29th May 2022, Week 12

Submission: Turnitin via course Wattle site

Marketing criteria: to be provided on the course Wattle site at least two weeks prior to the due date.

Please note that excess submissions above the word count will not be counted, read or marked. Be concise and clear, the word count will not include the heading, table of contents, or references.

Return of assessment: Thursday, 30 June 2022 (with the release of final grades) with comments and feedback.

Academic Integrity

Academic integrity is a core part of our culture as a community of scholars. At its heart, academic integrity is about behaving ethically. This means that all members of the community commit to honest and responsible scholarly practice and to upholding these values with respect and fairness. The Australian National University commits to embedding the values of academic integrity in our teaching and learning. We ensure that all members of our community understand how to engage in academic work in ways that are consistent with, and actively support academic integrity. The ANU expects staff and students to uphold high standards of academic integrity and act ethically and honestly, to ensure the quality and value of the qualification that you will graduate with. The University has policies and procedures in place to promote academic integrity and manage academic misconduct. Visit the following Academic honesty & plagiarism website for more information about academic integrity and what the ANU considers academic misconduct. The ANU offers a number of services to assist students with their assignments, examinations, and other learning activities. The Academic Skills and Learning Centre offers a number of workshops and seminars that you may find useful for your studies.

Online Submission

The ANU uses Turnitin to enhance student citation and referencing techniques and to assess assignment submissions as a component of the University's approach to managing Academic Integrity. While the use of Turnitin is not mandatory, the ANU highly recommends Turnitin is used by both teaching staff and students. For additional information regarding Turnitin please visit the ANU Online website.

Hardcopy Submission

For some forms of assessment (hand written assignments, art works, laboratory notes, etc.) hard copy submission is appropriate when approved by the Associate Dean (Education). Hard copy submissions must utilise the Assignment Cover Sheet. Please keep a copy of tasks completed for your records.

Late Submission

Late submission of assessment tasks without an extension are penalised at the rate of 5% of the possible marks available per working day or part thereof. Late submission of assessment tasks is not accepted after 10 working days after the due date, or on or after the date specified in the course outline for the return of the assessment item. Late submission is not accepted for take-home examinations.

All requests for extensions to assessment in RSM courses must be submitted to the RSM School Office with a completed application form and supporting documentation. The RSM Extension Application Form and further information on this process can be found at https://www.rsm.anu.edu.au/education/education-programs/rsm-assessment-extension/ .

Referencing Requirements

Accepted academic practice for referencing sources that you use in presentations can be found via the links on the Wattle site, under the file named “ANU and College Policies, Program Information, Student Support Services and Assessment”. Alternatively, you can seek help through the Students Learning Development website.

Returning Assignments

Please see relevant assessment task details above.

Extensions and Penalties

Extensions and late submission of assessment pieces are covered by the Student Assessment (Coursework) Policy and Procedure The Course Convener may grant extensions for assessment pieces that are not examinations or take-home examinations. If you need an extension, you must request an extension in writing on or before the due date. If you have documented and appropriate medical evidence that demonstrates you were not able to request an extension on or before the due date, you may be able to request it after the due date.

Resubmission of Assignments

Unless specified otherwise in the assessment requirements, resubmissions are permitted up until the due date and time, but not allowed afterwards.

Privacy Notice

The ANU has made a number of third party, online, databases available for students to use. Use of each online database is conditional on student end users first agreeing to the database licensor’s terms of service and/or privacy policy. Students should read these carefully. In some cases student end users will be required to register an account with the database licensor and submit personal information, including their: first name; last name; ANU email address; and other information. In cases where student end users are asked to submit ‘content’ to a database, such as an assignment or short answers, the database licensor may only use the student’s ‘content’ in accordance with the terms of service — including any (copyright) licence the student grants to the database licensor. Any personal information or content a student submits may be stored by the licensor, potentially offshore, and will be used to process the database service in accordance with the licensors terms of service and/or privacy policy. If any student chooses not to agree to the database licensor’s terms of service or privacy policy, the student will not be able to access and use the database. In these circumstances students should contact their lecturer to enquire about alternative arrangements that are available.

Distribution of grades policy

Academic Quality Assurance Committee monitors the performance of students, including attrition, further study and employment rates and grade distribution, and College reports on quality assurance processes for assessment activities, including alignment with national and international disciplinary and interdisciplinary standards, as well as qualification type learning outcomes. Since first semester 1994, ANU uses a grading scale for all courses. This grading scale is used by all academic areas of the University.

Support for students

The University offers students support through several different services. You may contact the services listed below directly or seek advice from your Course Convener, Student Administrators, or your College and Course representatives (if applicable).

• ANU Health, safety & wellbeing for medical services, counselling, mental health and spiritual support
• ANU Diversity and inclusion for students with a disability or ongoing or chronic illness
• ANU Dean of Students for confidential, impartial advice and help to resolve problems between students and the academic or administrative areas of the University
• ANU Academic Skills and Learning Centre supports you make your own decisions about how you learn and manage your workload.
• ANU Counselling Centre promotes, supports and enhances mental health and wellbeing within the University student community.
• ANUSA supports and represents undergraduate and ANU College students
• PARSA supports and represents postgraduate and research students